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All Journal Pendidikan Sekolah Dasar International Journal of Science and Applied Science: Conference Series Journal of Education Technology Social, Humanities, and Educational Studies (SHEs): Conference Series International Journal of Mathematics and Mathematics Education (IJMME)

Budi Usodo

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Author-ID : 243774

Chemistry Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences

Published : 6 Documents Claim Missing Document

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Articles

PENGEMBANGAN MODEL PEMBELAJARAN BERBASIS MASALAH DENGAN STRATEGI METAKOGNITIF UNTUK MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH PADA SISWA SEKOLAH DASAR Suyono, ; Budi Usodo, ; Tri Yanto, ; Sri Purwaningtyas,
Pendidikan Sekolah Dasar Vol 6, No 5 (2012)
Publisher : Pendidikan Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar

Descriptive study of the kinds of questions asked by novice teacher on mathematics learning process Labiba Zahra; Tri Atmojo Kusmayadi; Budi Usodo
International Journal of Science and Applied Science: Conference Series Vol 2, No 1 (2018): International Journal of Science and Applied Science: Conference Series
Publisher : Universitas Sebelas Maret

This study described the kinds of a question asked by novice teacher on mathematics learning process of senior high school. The data were collected by passive participation observation and a semi-structured interview. The validity of data was obtained through the triangulation of method, triangulation of time and member check. The data analysis technique used in this study is descriptive analysis. The result of this study showed that at the preliminary activity, the question asked by the novice teacher based on objective only compliance question. At the main activity, the novice teacher asked compliance question, prompting question, probing question and sometimes rhetorical question. The kind of questions based on the cognitive dimension of Revised Bloom’s Taxonomy that was asked by novice teacher only remembering question. At the main activity, the novice teacher asked the question of remember, understand, apply, analyse and evaluate. At the closing activity, the teacher does not ask the question based on objective and Revised Bloom’s Taxonomy.

HIGHER ORDER THINGKING (HOT) PROBLEMS TO DEVELOP CRITICAL THINKING ABILITY AND STUDENT SELF EFFICACY IN LEARNING MATHEMATICS PRIMARY SCHOOLS Triana Jamilatus Syarifah; Budi Usodo; Riyadi Riyadi
Social, Humanities, and Educational Studies (SHEs): Conference Series Vol 1, No 1 (2018): 1st National Seminar on Elementary Education (SNPD 2018)
Publisher : Universitas Sebelas Maret

Kompetensi dalam kurikulum 2013 adalah mengembangkan kreativitas, rasa ingin tahu, kemampuan merumuskan pertanyaan untuk membentuk pikiran kritis yang perlu untuk hidup cerdas dan belajar sepanjang hayat sehingga, siswa perlu dibekali dengan kemampuan-kemampuan tertentu untuk mengembangkan dan mengevaluasi argumen dalam suatu pemecahan masalah tertentu. Salah satu kemampuan yang harus dikembangkan untuk mencapai tujuan tersebut adalah kemampuan berpikir kritis. Kemampuan berpikir kritis adalah kemampuan untuk mengidentifikasi, menganalisis, dan memecahkan masalah secara kreatif dan logis sehingga mampu menghasilkan keputusan yang tepat. Sementara itu, kemampuan berpikir kreatif dipengaruhi oleh keyakinan akan kemampuan diri yang dinamakan self efficacy. Self-efficacy ini berbeda dengan aspirasi (cita-cita), karena cita-cita menggambarkan sesuatu yang ideal yang seharusnya (dapat dicapai), sedang efikasi menggambarkan penilaian kemampuan diri. Untuk mengembangkan kemampuan berpikir kritis dan self efficacy, pembelajaran matematika haruslah mengarah pada soal-soal tidak algoritmik dan komplek dalam menyelesaikan suatu masalah atau tugas, dan juga tidak dapat diprediksi, pendekatan latihan yang tepat, atau petunjuk yang tegas yang disarankan oleh tugas, petunjuk tugas atau contoh jalan keluar. Soal-soal yang seperti itu dikategorikan soal Higher Order Thingking (HOT). Oleh karena itu, soal kategori Higher Order Thingking (HOT) dapat digunakan untuk mengembangkan kemampuan berpikir kritis dan self efficacy siswa dalam pembelajaran matematika siswa di sekolah dasar.

THE IMPLEMENTATION OF SAVI MODEL WITH ECLIPSE CROSSWORD TO IMPROVE STUDENTS’ ACTIVITIES AND LEARNING ACHIEVEMENT OF CUBE ROOTS FOR GRADE VI SEMESTER I IN STATE ELEMENTARY SCHOOL I SANAN, GIRIMARTO DISTRICT, WONOGIRI REGENCY IN THE YEAR 2017/2018 Samsi Suryanjani; Riyadi Riyadi; Budi Usodo
Social, Humanities, and Educational Studies (SHEs): Conference Series Vol 1, No 1 (2018): 1st National Seminar on Elementary Education (SNPD 2018)
Publisher : Universitas Sebelas Maret

This study aimed to describe the learning process, the students’ activities, and the students’ learning achievement of cube roots after the implementation of SAVI model withEclipse Crosswordfor grade VI students. Utilizing an Action Research (AR), the procedures of this study were planning, acting, observing, and reflecting. The participants were 13 students of grade VI from State Elementary School 1 in Sanan, Wonogiri in the academic year 2017/2018. The data were collected through journals of teaching and learning process, observation, post-test, and field notes, and interviews. The study revealed that the students’ activities were11.31categorized as inactive in pre-cycle, 15.54 categorized as fairly active in cycle I, and 24.85 categorized as active in cycle II. The students’ activities also were categorized as fairly active in cycle I and active in cycle II. Mean of the students’ score had an improvement that was 57.69 with the minimum level of the learning mastery 38% in pre-cycle of grade VI in cube roots’ topics, 77.61 with the minimum level of the learning mastery 77% which had not reached the performance indicator of 80%, and 87.33 with the minimum level of the learning mastery 85% full filed the performance indicator. Therefore, the further cycle did not need to be conducted anymore. The teachers are suggested to design the lesson plan of SAVI model with Eclipse Crossword in order that the learning tools are designed well so that the students’ participation, activities, and learning achievement are above the minimum level of the learning mastery.

The Profile of High-order Thinking Skills of Junior High School Students Fery Joko Susilo; Budi Usodo; Dewi Sari
International Journal of Mathematics and Mathematics Education Vol. 1 No. 1 (2023)
Publisher : EDUPEDIA Publisher

Industrial revolution 4.0 requires various parties to develop their potentials, including in education. Students' thinking skills and abilities become one of the aspects that underpin the accomplishment of educational goals. One of the abilities that students must develop is the ability to think at a higher level. In learning Mathematics, higher-order thinking skills are pivotal in the teaching and learning process. This research aims to analyze the higher-order thinking skills of seventh-grade students at SMP Baitul Qur'an Boarding School. This research employed mixed methods, which involved 204 students from 6 classes as research subjects. The instruments used were a test developed by considering three cognitive domains, including analyzing, evaluating, creating, and an interview sheet. The results revealed that students' performances in the three cognitive domains were still in an inadequate category with the following results; 27% for analyzing, 24% for evaluating, and 20% for creating. The utilization of learning resources that did not meet the standards contributed to students' poor performance in higher-order thinking skills.

Parental Involvement in Mathematics Achievement and Motivation: Male vs Female Students Sumantri, Astri Wiliastri; Sri Subanti; Budi Usodo; Getut Pramesti
Journal of Education Technology Vol. 9 No. 2 (2025): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jet.v9i2.98619

This study seeks to evaluate how these two independent variables, both individually and interactively, influence students’ academic outcomes. This study aims to analyze the interaction between parental involvement and gender in shaping students’ mathematics achievement and learning motivation at the junior secondary level. A 2×2 factorial non-experimental design was employed involving 261 Indonesian middle school students, which was selected via proportional stratified sampling. Data were collected using three instruments: the Student-Rated Parental School Involvement Questionnaire, the Mathematics Motivation Questionnaire, and students’ midterm exam scores. The dataset was analyzed using MANOVA. The results revealed three key findings. First, a significant interaction effect was found between gender and parental involvement on mathematics achievement (F = 5.476; Sig. = 0.020), with boys receiving partial support performing the lowest. Second, gender had a significant main effect (F = 7.644; Sig. = 0.006), with girls outperforming boys. Third, parental involvement significantly improved students’ motivation (F = 27.037; Sig. = 0.000). These findings highlight the importance of responsive family engagement and suggest the need for gender-sensitive collaboration between families and schools to foster equitable and sustained learning in mathematics.

Co-Authors Dewi Sari Fery Joko Susilo Getut Pramesti Labiba Zahra Riyadi Riyadi Riyadi Riyadi Samsi Suryanjani Sri Purwaningtyas Sri Subanti Sumantri, Astri Wiliastri SUYONO Tri Atmojo Kusmayadi Tri Yanto Triana Jamilatus Syarifah

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